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Gil, Alfonso J., Francisco Javier Carrrillo, and Eduardo Fonseca-Pedrero. "Assessing a learning organization model: A teacher’s perspective." Management in Education 33, no. 1 (October 29, 2018): 21–31. http://dx.doi.org/10.1177/0892020618783815.
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The main objective of this article is to analyse the four basic dimensions of the learning organization (LO) – leadership towards learning, learning structure, learning opportunities and learning culture – within the school organization context. A quantitative study utilizing a survey was carried out. By means of an ad hoc questionnaire, secondary and high school teachers were asked about some characteristics of their educational organizations that could be related to a LO. The analyses of the internal structure of the questionnaire and internal consistency of the scores were satisfactory. A questionnaire has been validated that can serve as a model for the evaluation of learning organizations in the context of high school. One school sample is analysed according to the LO model. The suitability of the model for different types of schools is verified.
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Buffone, Pino. "Agility: an essential element of leadership for an evolving educational landscape." FACETS 6 (January 1, 2021): 1610–20. http://dx.doi.org/10.1139/facets-2021-0085.
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Defined as the ability to think and move quickly and easily, the importance of agility as an essential element in the move forward for leaders of schools and systems postpandemic, as a result of the impact of COVID-19 on children, is examined. The smartness of a leader’s continuous interactions with the multi-faceted features of their environment, the very nature of the ever-evolving educational landscape of today, is of tremendous value for the leadership of tomorrow. Through the prioritization of strategic objectives in balanced measure, connectivity through relationships and partnership building, proactivity for effective change management, ingenuity in the optimization of resources over time, and the cultivation of systemness throughout the organization—as aspects of agility—educational leaders have the bona fide chance of a lifetime to transform school systems in the pursuit of achievement, equity, and well-being for the benefit of all students, staff, and school communities. Additional considerations, including barriers to agility, are also addressed as are recommendations for leaders of schools and systems as they navigate the shifts in organizational terrain caused by the disruption.
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Torres, A. Chris, Katrina Bulkley, and Taeyeon Kim. "Shared Leadership for Learning in Denver’s Portfolio Management Model." Educational Administration Quarterly 56, no. 5 (April 1, 2020): 819–55. http://dx.doi.org/10.1177/0013161x20906546.
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Purpose: This study examines how district governance and different school contexts in Denver’s portfolio management model affect shared leadership for learning. We define this as shared influence on instructional leadership and school-wide decision making, which research suggests have strong ties to student achievement and teacher commitment. Method: We analyze interview data from 53 administrators, teacher leaders, and teachers in eight case study schools and teacher surveys in 48 schools. In both data sets, we purposively sampled based on variance in school performance ratings and by school type (e.g., traditional public, standalone charter, charter management organization [CMO], and innovation schools). Findings: We find that perceptions of shared instructional leadership were generally high across the school contexts, though CMO and innovation schools had the highest perceptions in both the survey and case study data. Schools varied substantially in shared decision making, but innovation schools had higher average scores than other school models. Centralized policies and supports, alongside organizational visions spanning networks of schools, helped explain the enactment of shared leadership for learning. For example, schools within Denver’s “innovation” network shared a common vision of teacher empowerment, while CMOs that had more prescribed policies and practices across their schools had lower reported levels of shared decision making. Implications for Research and Practice: Portfolio management models that prioritize school-based autonomy and choice between different kinds of schools are proliferating in urban areas. Our study helps explain why and how shared leadership for learning differs between school models and explores important implications for this variation.
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Paletta, Angelo, Fabio Alivernini, and Sara Manganelli. "Leadership for learning." International Journal of Educational Management 31, no. 2 (March 13, 2017): 98–117. http://dx.doi.org/10.1108/ijem-11-2015-0152.
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Purpose The purpose of this paper is to examine the relationships between the school context, the leadership of the school principal, and a set of process variables related to teachers and the educational climate, which have been shown to mediate the effects of the principal’s leadership on schools and students. The authors examined the following research questions: does the school context influence the principal’s leadership? When the influences of the school context are controlled for, does the principal’s leadership influence the process variables related to teachers and educational climate? Design/methodology/approach The research questions are analysed in a multilevel context by developing two models regarding the hypothesized relationships between the study variables. With the use of multilevel structural equation modelling techniques the models were empirically tested on data from Italian teachers and students from a sample of schools in Italy. The database include 1,566 teachers from 47 schools of different types and levels from the Autonomous Province of Trento. Findings In those schools which have the highest leadership scores, the authors also find a greater degree of job satisfaction among the teachers, higher levels of self-efficacy of teachers, and a better educational climate, which is more respectful of the basic rules of coexistence existing within the school. An interesting additional element is that the positive relationship between the exercise of leadership and the process variables related to academic success is still present, even if the effects of the school context are controlled for. Research limitations/implications It should be observed that the results of this study, particularly due to the non-representative nature of the sample considered, should be considered as preliminary evidence that will require further confirmation, and which cannot be immediately generalized. The results obtained can be influenced by the specific territorial area in which this search has been conducted. The Autonomous Province of Trento, from the rest of Italy, is characterized by a highly centralized education system, with a relative homogeneity of the conditions of the context in which schools have achieved so widespread high levels of student learning. Originality/value When studying leadership it is important to consider the school context, particularly the role of the initial level of learning of the students, as this study shows that in schools where the prior knowledge of students is greater, teachers are generally more satisfied with their job and they report a better educational environment. If the influence of the context were not taken into account, this could easily be mistaken for that of the actions of the principal.
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Khumalo, Shuti Steph. "Analyzing abusive school leadership practices through the lens of social justice." International Journal of Educational Management 33, no. 4 (May 7, 2019): 546–55. http://dx.doi.org/10.1108/ijem-11-2017-0320.
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Purpose The present study contributes to the growing body of research on abusive supervision in school settings, particularly by principals. School leadership (principal) behavior has been a topical issue for decades in educational research. This paper attempts to add to scholarly knowledge in the area of school leadership and specifically the effect of abusive school leadership on organizational productivity and organization citizen behavior. Put succinctly, the purpose of this paper is to examine the implications of abusive school leadership on school performance and teacher behavior. Abusive leadership is attributable to behavior that is deviant, antisocial and counter-productive and that which is uncivil. Design/methodology/approach In examining abusive school leadership behavior and its effect on school performance and teacher behavior, this conceptual paper draws heavily from an in-depth analysis of extant scholarship and uses Rawls theory of social justice as a conceptual tool. Social justice theorists believe that social institutions are embedded with immense responsibility of dispensing justice, fairness and equity. Findings Building from these relevant literatures and grounding the argument from the Rawlsian perspective of social justice, it can be argued that abusive school leadership perpetuates unfair and unjust practices toward teachers, which negatively affects performance. Literature reviewed convincingly indicates that abusive tendencies are practiced in school by school leadership. Further, these abusive practices negatively impact on the following: teacher productivity, teacher turnover and, finally, staff members’ well-being and health. The findings confirm that these practices perpetuate social injustice. Schools are social institutions and have to ensure that justice is served on all members of the organization, and, for this reason, Rawls (1971) argues that justice is the first virtue of social institutions. Practical implications The findings of this study have a number of important implications for future practice. It is critical in this study to suggest that in trying to deal with scourge, tougher measures need to be taken by various education departments to ensure that the problem is dealt with effectively. One of the interventions that is suggested is tougher policy positions on matters related to abusive leadership. In education departments that have legislation regarding consequences regarding abusive school leadership practices, tougher action should be taken against leadership which practice abuse. Originality/value School leadership is a highly contested research space and this conceptual paper is of great value because it adds to the already existing insights and understanding in abusive leadership in educational settings. This paper is of great significance because it focuses on the effect of abusive school leadership on teachers’ behavior and school performance.
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Martinez, Inmaculada Garcia, and Pedro Jose Arrifano Tadeu. "The impact of pedagogical leadership on pedagogical coordination in secondary schools." Research in Social Sciences and Technology 3, no. 3 (October 10, 2018): 1–15. http://dx.doi.org/10.46303/ressat.03.03.1.
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Educational Leadership has an international recognition as a factor in school improvement (OECD, 2009, 2014). The international investigations guarantee this. Within the multiplicity of investigative lines that concern this factor, there is one that alludes to its impact on school improvement, especially in contexts of the social inequality. Within the pedagogical leadership, it has been evidenced that the shared modalities of leadership that invite other members of the educational organization to be involved in a common project are associated with a greater commitment for the improvement and inclusion of all the students. At the same time, other factors come into play, such as the professional identity of both management and staff, professional capital (Hargreaves and Fullan, 2014) or the inclusive practices outlined in this type of context. This intervention oscillates around these issues, offering a vision about studies carried out in the international sphere that associate, on one hand, the impact of leadership on the educational organization and, on the other, positive effects in challenging contexts. Finally, the results obtained from a questionnaire designed specifically for this research will be presented, in which secondary school teachers were asked to respond to questions related to the collaboration in the center, if they received support from the management team to improve their practices if they perceived themselves as school leaders or teachers. Among the results found, it is observed that there is a positive trend towards the construction of a common educational project in secondary schools by the management team. Likewise, there is a positive predisposition on the part of the teaching staff to be more involved in the initiatives of the educational center and towards collaboration and coordination with other colleagues.
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Kamenskiy, Alexey Mikhalovich, and Sergey Nikolaevich Kariagin. "Project-collective management as a development factor of the school staff." Revista Tempos e Espaços em Educação 14, no. 33 (May 2, 2021): e15619. http://dx.doi.org/10.20952/revtee.v14i33.15619.
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The article deals with the organization of the collective project activities at school. Leading projects, described in the article, fit into the program for the extracurricular work development. We emphasized the importance of social partnership, interaction with creative unions of the city, public associations, sports societies, etc. A new effective model of interaction between subjects of educational activity is proposed in the framework of the long-term socially-oriented projects implementation, containing educational, cultural and developmental potential. As an additional effect, we noted the development of leadership abilities of participants in educational relations.
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Balkar, Betül, and Sevilay Şahin. "The Role of Leadership Skills of High School Principals in Their Knowledge Management Process Competencies." Journal of Studies in Education 5, no. 3 (June 1, 2015): 1. http://dx.doi.org/10.5296/jse.v5i3.7631.
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<p>School principals play an important role in assisting educational institutions in achieving knowledge and gaining knowledge management competence and hence, as a real knowledge organization, in meeting the needs of the age. In order to realize knowledge management, principals should take an active role both as knowledge managers and leaders. The aim of this study was to examine the extent to which leadership skills of high school principals predicted their knowledge management process competencies. In the context of this purpose, the study also aimed at investigating the relationships between principals’ leadership skills and their knowledge management competencies. The sample of the study realized in a relational screening model was comprised of 573 high school teachers working in Adana province of Turkey. The surveying method was utilized for data collection and the data obtained were statistically analyzed. The results of the study suggest that there is a statistically significant relationship between principals’ knowledge management competencies and their leadership skills and that the high school principals’ leadership skills are a predictor of their knowledge management process competencies. The findings of the study emphasize applicability of knowledge management at schools from a social perspective and point out that leadership of the school principal is a facilitator factor to carry out knowledge management processes at schools. </p>
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Lim, Siew Hui, and Gurcharan Singh Bishen Singh. "The Influence of Instructional Leadership on Learning Organisation At High Performing Primary Schools in Malaysia." Asian Journal of University Education 16, no. 2 (August 6, 2020): 69. http://dx.doi.org/10.24191/ajue.v16i2.10298.
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Transforming a school into a learning organization requires a significant cultural shift, change of mind-sets and a school-wide commitment to self-reflection and evaluation. The headmaster’s presence and drive in the school are urgently needed to bring the school to its intended purpose. Various styles of leadership will characterize the behaviour of a leader in performing their duties. It is essentially crucial for headmasters to increase competencies and skills in their practice of instructional leadership at the school. This study was conducted to identify the influence of instructional leadership on learning organization. It involved 286 teachers from 14 high-performing primary schools in the northern zone of Peninsular Malaysia. The modified Principal Instructional Management Rating Skills (PIMRS), and Middle School Teacher Survey (MSTS) were applied as research instruments. Data was analyzed using Structural Equation Modeling (SEM) aided program AMOS 24. Findings indicated that instructional leadership was significantly related to learning organization. Results showed that loadings were significantly fit based on all index values tested with SEM and achieved the required level of the Goodness-of-Fit. Hence, findings could potentially benefit educational practitioners in planning, designing, implementing and evaluating future training such as professional development programs to sustain and enhance the leadership excellence of school leaders in Malaysia. Considerable time, efforts, and resources, however, will need to be allocated strategically, to turn any school into a successful and sustainable learning organization. What is important in bringing change and improvement is the collective agreement of the vision and objectives of the school.
Keywords: High Performing School, Instructional Leadership, Learning Organisation,
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Vampa, Magdalini. "Cultural Influence on Educational Leadership in Albania." European Journal of Social Sciences Education and Research 9, no. 1 (January 21, 2017): 62. http://dx.doi.org/10.26417/ejser.v9i1.p62-67.
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Leadership theories, the "Great Man” theory, charismatic theory of leadership, contingency theories, the theory of attributes, etc. help us understand and explain the leadership process and the role of leader, but none of them treats the complexity of human interaction in the leadership phenomena. Implicit theory began to draw some conclusions in early 90s, by defining leadership from the perspective of subordinates when leadership attitude is manifested, and more specifically how cultural groups "prepare" and respond to leadership. The main aim of this paper is to describe some aspects of management styles of school organizations in Albanian society, by taking in consideration the cultural influence on management effectiveness. Implicit theory of leadership developed by Lord - Maher, as well as the results of the prestigious GLOBE project, guided the elaboration of this work. Cultural dimensions used by researchers in GLOBE project, are reused in data collection of this study, but in a narrow context: only for educational organizations, in a Region in Albania. Concerning literature, we have tried to explain how school management practices are built upon an epistemological relationship and empirical life experience, which is qualitatively distinct from north to south and from east to west.
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Calabrese, Raymond L., and Brian Roberts. "The promise forsaken: neglecting the ethical implications of leadership." International Journal of Educational Management 15, no. 6 (November 1, 2001): 267–75. http://dx.doi.org/10.1108/09513540110401475.
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The actions of school leaders have direct and profound ethical implications on their organizations and corresponding stakeholders. Each action impacts the ethical notion of mutuality and either adds to or detracts from the existing social capital in the school leader’s organization and surrounding school community. Whether or not the school leader chooses to act out of self‐interest and contribute to the growth of fragmentation in the organization or chooses to act with integrity based on sound ethical principles is determined in large extent by the school leader’s character.
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Zarotis, George F., Dimitrios Ntalossis, and Maria Koukoli. "THE LEADERSHIP OF A SCHOOL UNIT." International Journal for Innovation Education and Research 7, no. 11 (November 30, 2019): 559–69. http://dx.doi.org/10.31686/ijier.vol7.iss11.1910.
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The school principal has a specific role in the school environment, which for the most part is bureaucratic. However, given the constantly changing environment in which the school operates and given the relationship between the school and the local community, the school principal needs to undertake additional responsibilities and moreover also possess specific skills in order to fulfil his or her role as a principal-leader. The ultimate research goal is to determine the purpose of leadership within the school unit. The method adopted for the study was a review of the relevant literature. In light of the present study, it is evident that in order for educational organizations, or otherwise educational units, to accomplish their purpose, effective management is a prerequisite. As regards the factors that contribute to school effectiveness, researches have shown that there is an inseparable link between school unit leadership and school effectiveness. An effective school principal-leader assists and supports teachers, while overseeing the educational work, and also encourages and promotes the involvement of teachers and parents in the decision-making process, which leads to the commitment of teachers to the school organization and increases their job satisfaction and performance. Furthermore, teachers should be able to teach all children, both those with high cognitive abilities and those with a low level of academic skills. An important role in this process plays the principal of the school. However, teachers, on the other hand, should not simply accept the principal’s vision, especially if they want to be an integral part of the process of school change. Instead, teachers should create a vision for the school together with the principal, and not just act as executors of his/her vision. Finally, four factors characterize the successful process of improving the school unit. These factors are: recognition of the improvement process by the school leadership, interaction and communication both between school members and between the school unit and the local community, the existence of a system of values, as well as cooperation between school members, and between them and society, to design and implement the selected strategies.
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Luo, Mingchu, Paul Bland, Edwin Church, and Caitlin Burk. "Chinese Principal Perceptions on the American School Leadership Standards." International Journal for Innovation Education and Research 2, no. 11 (November 30, 2014): 95–104. http://dx.doi.org/10.31686/ijier.vol2.iss11.271.
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The purpose of this study was to examine the perceptions of Chinese school principals on the importance of American Educational Leadership Program Standards. Seventy three principals from a county in Guangdong, China completed the Principal Leadership Standards Questionnaire. The results of the study revealed that the Chinese principals perceived the majority of American leadership standards to be either important or very important in school administration. Perception differences among the leadership dimensions were significant. The principal leadership standards in the management of school organization and school instruction were perceived to be significantly more important than the leadership dimensions of school vision and collaborative partnership. The results of the study contribute to the development of school leadership training programs in China. Recommendations were made in using the framework of American leadership standards in China for the development and re-development of university programs and professional trainings in school leadership.
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Norberg, Katarina. "Educational leadership and im/migration: preparation, practice and policy – the Swedish case." International Journal of Educational Management 31, no. 5 (June 12, 2017): 633–45. http://dx.doi.org/10.1108/ijem-08-2016-0162.
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Purpose Migration to Sweden dramatically increased in 2015 and challenged the reception system at all levels and societal institutions, one of which was the school. As a response to the lack of a comprehensive educational strategy for newly arrived students, new regulations were passed in January 2016, the purpose of which was to guarantee equity and equality in education for all students, irrespective of their background. The regulations make demands on local politicians and the school leaders to adjust the reception, organization and teaching to support the newly arrived students’ learning. The purpose of this paper is to explore school leadership practices in turbulent times. Design/methodology/approach The study is situated in the field of post-migration ecology, as newly arrived students move from pre-migration to transmigration to post-migration contexts, the latter for this paper’s interest, when they arrive to their new schools. Seven principals in a transit municipality for migrants were interviewed to obtain a picture of how they are prepared for diversity in leadership and how policy and practice coincide. Findings The study reveals how policy and practice coincide due to a lack of intercultural and bilingual competences among the staff. The principal’s responsibility for a school structure and culture that support newly arrived students’ learning raises new demands on how principals are trained for diversity. Originality/value The study is a contribution to the little-researched field concerning school leadership and newly arrived students which raises new demands regarding how principals are trained for diversity.
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Hysa, Ferit. "Impact of Educational Leadership Styles on Job Teachers Stress." European Journal of Social Sciences Education and Research 2, no. 1 (December 30, 2014): 199. http://dx.doi.org/10.26417/ejser.v2i1.p199-204.
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During the school management, it is very important to have an effective school but more important is to use the right styles according to health safety and high outcomes. The leadership is a wide concept in general way and a specific one according to the education and school too. The tradition of school leadership is new in Albania. The education leadership in the new Albanian context request establishing of school leadership. The knowledge and application of contemporary education leadership it is obligatory for improvement and raising effectively to Albanian school. This study is focus in the influence of educational leadership styles in the job teachers stress and satisfaction. The research question is: what is the best and right education leadership style need to be applied in Albanian school. The research method is a quantities and qualitative way through the questionnaires, semi and structures interviews. The conclusion is that no all the educational leadership styles that are effective ones, are the right educational leadership styles. This conclusion brings the need to be selected the educational organizational theories for an effective school through the right educational leadership styles.
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Brooks, Jeffrey S., Anthony H. Normore, and Jane Wilkinson. "School leadership, social justice and immigration." International Journal of Educational Management 31, no. 5 (June 12, 2017): 679–90. http://dx.doi.org/10.1108/ijem-12-2016-0263.
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Purpose The purpose of this paper is to explore theoretical connections between educational leadership for social justice and support for immigration. The authors seek to identify strengths, weaknesses and opportunities for further study and improved practice. Design/methodology/approach This is a theoretical research paper that introduces, evaluates and expands two frameworks for understanding leadership and immigration. Findings Findings suggested that there is a need for educational leadership scholars to more purposefully investigate issues related to social justice and immigration. Originality/value This study offers a novel theoretical perspective on leadership, social justice and immigration.
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Galbadrakh, S., D. Khugjmaa, and G. Byambajav. "THE STUDY OF DEFINING EDUCATIONAL LEADERSHIP MODEL (IN MONGOLIAN SECONDARY SCHOOL CASE)." Vestnik Altaiskogo Gosudarstvennogo Pedagogiceskogo Universiteta, no. 46 (March 15, 2021): 13–17. http://dx.doi.org/10.37386/2413-4481-2021-1-13-17.
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Studying the manifestations of leadership in education managers and creating effective leadership styles is currently a critical issue in education management. The methodological basis of this study is the Concept of Innovation, which has been implemented in Mongolia over the past 20 years. This article analyzes the leadership style of managers of the education system of the Darkhan-Uul aimag, based on various theoretical models of education management. The article presents the results of a survey of 430 managers and educational workers in order to identify models of leadership development in educational institutions, further organizational development of educational institutions using conditional and situational leadership models.
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Brauckmann, Stefan, and Alexandra Schwarz. "Autonomous leadership and a centralised school system." International Journal of Educational Management 28, no. 7 (September 2, 2014): 823–41. http://dx.doi.org/10.1108/ijem-08-2013-0124.
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Purpose – Although policy makers strengthen the necessity of “deregulation”, discussions about deregulation vs regulation in Europe still seem to be characterized by a lack of sophistication and require a more differentiated picture of specific forms of deregulation. As a consequence, the analysis of new educational governance approaches should consider the local actor's interpretation of new roles and new responsibilities. Relating actions and reactions of school leaders to their formal environment should lead to more contextual patterns of responsiveness. The paper aims to discuss these issues. Design/methodology/approach – The authors investigate, based on a survey among Cypriot school leaders, whether school autonomy needs deregulation, or regulation towards autonomy, respectively. At the time of research the school system of Cyprus could be characterized as a “centralized” system and hence represented a suitable field of study. Using a factor model followed by a cluster analysis the paper explores the school leaders’ profiles of operative and perceived autonomy in different fields of governance issues and identify different types of leadership. Findings – The authors find that the autonomy school leaders experience is not necessarily related to a “defined” degree of autonomy which is prescribed by educational law and driven by concepts of new public management. Their “perceived” autonomy is also due to factors which can be located at a rather individual level. Originality/value – The findings provide insight into principals’ motives to adopt certain styles of leading schools, quite independently from new measures of educational governance. The authors conclude that greater emphasis on systematic support programmes may prepare school principals for gains of autonomy as well as for potential sources of conflict.
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Azlan Philip Kinjawan, Azlin, Chan Yuen Fook, and Leele Susana Jamian. "The Malaysian School Inspectorate as an Institution of Quality Assurance in Education through the Framework of Knowles’ Process Enneagram." Asian Journal of University Education 16, no. 2 (August 5, 2020): 1. http://dx.doi.org/10.24191/ajue.v16i2.10285.
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This paper uncovers School Inspection as the central measure of quality improvement of education in Malaysia. Undeniably, the Malaysian Education Blueprint 2013-2025 has posed greater demand for quality assurance and monitoring as well as organizational efficiency and accountability. Consequently, the Malaysian Inspectorate of Schools and Quality Assurance which is also known as Jemaah Nazir Dan Jaminan Kualiti (JNJK, hereafter) is required to be well equipped with the knowledge, skills and also the current concern in education to ensure that a high standard of quality education is achieved and maintained in schools. Therefore, the purpose of this study is to investigate the current practices of school inspection towards leadership performance in the context of Knowles’ Process Enneagram ©. The study employed a qualitative research design involving respondents from the top management of JNJK in Sabah, Malaysia. The semi-structured interviews were guided by a Self-Organizing Leadership model known as the Process Enneagram developed by Richard N. Knowles (2002) to gain an in-depth understanding of the uniqueness of the leadership practices manifested by the JNJK. The Process Enneagram © is a tool used to identify characteristics and traits shaping the organizational performance and it has been successfully used in many Western countries. The findings of these qualitative data are characterized into various domains based on Knowles’ framework which see the operation of an organization falling into nine major attributes. The study identified various categories shaping the work of school inspectors, namely The Guardian of Standard Quality in Education (Self-Identification), Evaluation and Data Collection (Fulfillment of Purpose & Role), Standardized Operation Procedure (Self-Organization), Adherence (Self-Principles), Policy Implementations (Result-Oriented), Sufficient Guidelines (Improvement-Oriented), Research-based Approach (Reliability of Methods), Feedback and Guidance (Self-Connection) and Communication and Competence (Challenge-Driven). The findings of this study further indicated that the cycles of work undertaken by school inspectors creates the value for the organization (JNJK) as well as successive inspection cycles. This is in tandem to the JNJK’s obligation and aspiration to promote improvement through school inspection which specifically targets the quality of teaching and learning, leadership and management as well as the overall educational standards across the Malaysian education system.
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Subiyantoro, Subiyantoro. "Strategi Kepemimpinan Pendidikan dalam Pengembangan MAN Propinsi DIY Perspektif Total Quality Management (TQM)." MANAGERIA: Jurnal Manajemen Pendidikan Islam 1, no. 2 (February 3, 2017): 169–94. http://dx.doi.org/10.14421/manageria.2016.12-02.
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To date, the management of educational empowerment particularly in madrasah (Islamic schools) is still struggling in finding its precise form. The madrasahs are commonly managed base on merely the managers’ personal experience, without proper scientific conception. This happens due to unhealthy condition in which the managers are repressed and burdened by complicated bureaucratic matters. On the other hand, they are also required to compete in ever growing critical society. The main purpose of this research is to obtain the description of the Islamic educational empowerment strategies based on the Total Quality Management perspective, particularly in light of the educational leadership toward the development of the Madrasah Aliyah Negeri (State Islamic Senior High Schools) in the Province of Yogyakarta. Three methods of data gathering are employed in this research, namely in depth interview, participant observation, and documentation. The results show that, in empowering the Madrasah Aliyah, the leaders 1) rely on personal experience obtained from previous workplace, either being teacher or school principal; 2) perceive comparative study involving educational stakeholders, such as school committee, supervisors, and educational staff at Province level, as an effective tool in developing the madrasahs; 3) attend trainings or workshops held by the ministry of education; and 4) read books related to managerial tasks. Overall, the Total Quality Management can be observed through continuous improvement, culture change, reversed organization, costumers-organization good relationship, focus on costumers and the quality of teaching-learning process.
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Nutov, Liora, and Orit Hazzan. "An organizational engagement model as a management tool for high school principals." Journal of Educational Administration 52, no. 4 (July 1, 2014): 469–86. http://dx.doi.org/10.1108/jea-12-2012-0132.
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Purpose – The purpose of this paper is to present an organizational engagement model that highlights the design process of the homeroom teacher (HRT) role in Israeli high schools. Design/methodology/approach – The model was constructed as a grounded theory during a qualitative research work conducted during 2007-2011. Findings – The model is based on Maslow's and Schein's frameworks of personal needs and organizational culture, respectively, as well as on the principal's role. Originality/value – The authors propose that the model contributes to the literature on organizational behavior and leadership in general and to the study of educational organizations in particular, in three ways: first, it stresses the principal's role in the design process of leadership roles; second, it deepens the understanding of the concept of engagement by examining it through a qualitative lens; and third, it suggests a hierarchical organizational engagement ladder for the HRT role.
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Gonzales, Miguel, and Maria Roberts. "Franchise model schools: rethinking educational practices and structures." Development and Learning in Organizations: An International Journal 34, no. 2 (December 2, 2019): 41–44. http://dx.doi.org/10.1108/dlo-08-2019-0196.
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Purpose How will schools reinvent themselves to respond to the technological and economic demands of the mid-21st century? In response to the demands, a school district in the western region of the United States implemented a model patterned after the franchise business model. Two effective principals were tasked to simultaneously lead multiple high-risk elementary schools and to replicate the success they achieved from their flagship school. This paper aims to introduce the concept of franchise model schools. It also examines the innovative impact of the model as it relates to student achievement and leadership development. Design/methodology/approach The methodology for this research was a case study approach. This case study sought to examine teacher and school leaders' perceptions of the implementation of the franchise model school framework. The setting of this case study was five franchise model elementary schools in the western region of the United States. Participants of this study included 37 grade-level teacher leaders and 133 teacher respondents to an online questionnaire. Semi-structured focus group interviews were conducted with grade-level teacher leaders at each participating school. State and site-based academic assessments were also collected and analyzed. Findings Due to the novelty of the franchise model schools, the long-term effects on student outcomes are not yet discernable. Interviews with the teachers and school leaders revealed that staff morale was low after the initial implementation of the model and student assessment scores also decreased after the first year of implementation. The current pattern of student assessment revealed a decrease after the first year of implementation and a small increase after the second year. Findings revealed assistant principals within the model increased their leadership capacity and efficacy. Assistant principals felt confident in their ability to lead a school as principals. Originality/value The implementation of franchise model schools is unique to the United States education system. Minimal research exists which examines the novelty and impact of franchise model schools. This case study has the potential to inform school systems, policy-makers and educator preparation programs of new practices and innovative structures that can help meet the demands of obtaining a mid-21st-century education. For educational leadership preparation programs, the use of this model provides new practicum and internship opportunities for aspiring school administrators.
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Zheng, Qiao, Lingyan Li, Huijuan Chen, and Susanna Loeb. "What Aspects of Principal Leadership Are Most Highly Correlated With School Outcomes in China?" Educational Administration Quarterly 53, no. 3 (May 3, 2017): 409–47. http://dx.doi.org/10.1177/0013161x17706152.
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Purpose: The purpose of this study is to build a broader framework for Chinese principal leadership and to determine what aspects of principal leadership correlate most highly with school outcomes from the perspectives of both principals and teachers. Method: The data come from a 2013 national student achievement assessment in China comprising 37,749 students in Grade 8 and 9,165 teachers in 613 secondary schools. Adopting Grissom and Loeb’s measurement framework, we use both exploratory and confirmatory factor analyses to examine the structure of principal leadership. Then, a hierarchical linear model is employed to analyze the relationship between principal leadership and five school outcomes, controlling for basic student and teacher demographics and certain school context variables. Findings: We identify many differences and some similarities between China and the United States. We obtain five leadership factors from the principals’ self-rating data (Visibility and Direct Participation, Instruction Organization, Internal Environment Organization, Planning and Personnel, and External Relations) and three leadership factors from the teachers’ rating data (Organization and Management, Instruction and Curriculum, and Visibility and Direct Participation). Regarding student reading achievement and learning efficacy, from both the principals’ and teachers’ perspectives, the most highly correlated aspect is Instruction Organization. For teachers’ occupational stress, job burnout, and teaching efficacy, teachers’ ratings of principal leadership exhibit more significant relationships than does principals’ self-rated leadership. Implications: We explore a broader framework of principal leadership in China. We identify the benefits and analyze alternative views of the indirect effects of principal leadership on students.
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Liou, Daniel D., and Carl Hermanns. "Preparing transformative leaders for diversity, immigration, and equitable expectations for school-wide excellence." International Journal of Educational Management 31, no. 5 (June 12, 2017): 661–78. http://dx.doi.org/10.1108/ijem-10-2016-0227.
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Purpose The purpose of this paper is to describe and analyze an Arizona university’s educational leadership program and the revisioning/restructuring process that program faculty have engaged in to ensure that the program provides aspiring school leaders with the conceptual knowledge, dispositions, and skills necessary to transform their schools in ways that directly address the needs of Arizona’s increasing diverse student population and ensures equitable and excellent educational opportunities for every student. Design/methodology/approach Through a narrative inquiry approach (Clandinin, 2006), this study examined the Sonoran Leadership Academy and how the program faculty prepared aspiring school leaders to meet the needs of Arizona’s changing demographics. Findings The findings indicate that the program faculty have been able to work collaboratively to establish an ecological framework of transformative leadership to develop aspiring school principals’ dispositions to tackle systemic racism and practices associated with deficit thinking and low expectations of diverse student populations. By more explicitly and seamlessly weaving concepts and skills related to race, racism, and the structures and cultures that can either perpetuate or disrupt inequitable treatment of diverse student populations throughout all of the courses and experiences of the program, the program faculty made substantial progress in supporting their students to meet the program outcomes around equity and excellence and transformative leadership. Research limitations/implications The knowledge generated from this study is limited to one specific educational leadership program in Arizona, but the conceptual framework emerged from the study has implications on how educational leadership programs can embark on a similar revision effort to ensure that leadership studies is responsive to the issues of race and racism in the context of schooling and demographic change. Practical implications The results of this study will operationalize a new conceptual model to demonstrate concrete effective teaching practices on ways to prepare school leaders for diversity and demographic change. Social implications By the year 2050, it is estimated that white Americans will no longer make up the majority of the population in the USA. Since the school system has historically been envisioned as the bedrock of democracy, there is a pressing need for the educational system to respond to issues related to this demographic change and to prepare effective school leaders to establish conditions of equity and excellence for all children across multiple forms of diversity in their local schools. Originality/value This study contributes to scholarship in several ways. First, it introduces the field of educational leadership to an antiracist framework for critical race leadership studies and principal preparation. Second, it methodologically contributes to educational studies by using narrative inquiry to understand the experiences of those who are situated in the research context. Third, the paper connects theory to practice by identifying specific strategies on how to revise a program to meet the needs of diverse K-12 student populations, and how these efforts are connected to the university classrooms in the ways school leaders are prepared for transformative leadership.
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Carpenter, Daniel. "School culture and leadership of professional learning communities." International Journal of Educational Management 29, no. 5 (June 8, 2015): 682–94. http://dx.doi.org/10.1108/ijem-04-2014-0046.
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Purpose – The purpose of this paper is to explore supportive and shared leadership structures at schools as a function of school culture policies and procedures. Design/methodology/approach – A qualitative study was conducted at three secondary schools in the Midwestern USA. Administrators and teachers were interviewed, professional learning communities observed and artifacts collected to explore school culture policies, procedures and leadership in the implementation of professional learning community practice. Findings – This study concludes that school leaders must provide supportive and shared leadership structures for teachers in order to ensure a positive school culture and effective professional learning communities that impact school improvement. Leaders in schools must work directly with teachers to create policies and procedures that provide teachers the leadership structure to directly impact school improvement through professional learning community collaborative efforts. Originality/value – This study builds on the school culture and professional learning communities literature by exploring existent policies and practices in schools as unique cases. Much of the literature calls for specific case studies to identify issues in the implementation of effective practice. This study is important to the community as specific cases that may inform educational leaders on mechanisms that may be leveraged to ensure successful implementation of policies and procedures outline in school culture and professional learning community literature.
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Kulophas, Dhirapat, Philip Hallinger, Auyporn Ruengtrakul, and Suwimon Wongwanich. "Exploring the effects of authentic leadership on academic optimism and teacher engagement in Thailand." International Journal of Educational Management 32, no. 1 (January 8, 2018): 27–45. http://dx.doi.org/10.1108/ijem-10-2016-0233.
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Purpose In the context of Thailand’s progress towards education reform, scholars have identified a lack of effective school-level leadership as an impeding factor. The purpose of this paper is to develop and validate a theoretical model of authentic leadership effects on teacher academic optimism and work engagement. Authentic leadership was considered a suitable model of school leadership in light of Thailand’s explicit recognition of the importance of developing the moral capacity of students and emphasis on ethical leadership. Design/methodology/approach The study employed a quantitative cross-sectional survey design. Survey data were obtained from 605 teachers in a nationally representative sample of 182 primary schools. The data were analyzed using confirmatory factor analysis and structural equation modeling. Findings The results indicated that the model of authentic leadership effects on teachers’ academic optimism and work engagement was validated. A moderate relationship was observed between authentic leadership and the dependent measures of teacher attitudes. Practical implications The study identified a potentially important lack of alignment between the espoused values and actions/decisions of school principals in Thailand. When combined with prior research conducted on leadership for educational reform in Thailand, our findings highlight the systemic nature of the problem faced in changing traditional patterns of behavior in Thai schools. More specifically, despite change in the nation’s educational goals, human resource management of the nation’s school leaders continues to produce administrators and managers rather than leaders, either instructional or moral. Originality/value The study extends prior studies of school leadership in the context of Thailand’s education reform that focused more specifically on principal instructional leadership in Thailand. In addition, this study of authentic school leadership is one of only a few conducted outside of Western societies.
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Watson, Terri Nicol. "Effective school leadership and New York City’s immigrant and migrant children: a study." International Journal of Educational Management 31, no. 5 (June 12, 2017): 622–32. http://dx.doi.org/10.1108/ijem-11-2016-0244.
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Purpose This paper provides insight into the effective education of immigrant and migrant children: many of whom are classified in New York City’s public schools as English language learners. It also highlights the ways in which New York City prepares school leaders and the policies that govern their actions. Design/methodology/approach Literature review. Findings The practices of New York City’s school leaders are governed by the Chancellor’s Regulations. These comprehensive mandates consist of four components and address issues related to students in grades K-12, school-based budgets, personnel matters, and parent and community engagement. In relation to students, including those classified as immigrant, migrant, and English language learners the Chancellor’s Regulation A-101 makes it clear: children may not be refused admission to a public school because of race, color, creed, national origin, gender, gender identity, pregnancy, immigration/citizenship status, disability, sexual orientation, religion, or ethnicity. Research limitations/implications Implications for future research: How can school leaders (and educational activists) continue to support and advocate for immigrant and migrant children under the presidency of Donald J. Trump. Practical implications Knowledge gleaned from this study may be of use to schools, districts, and educational leaders in the USA and abroad faced with similar demographic trends. Social implications This manuscript examined the ways in which The City University of New York prepares school leaders, the required State exams for school leaders, and the educational policies that govern the practices of New York City’s school leaders that are germane to English language learners. Originality/value This review of the literature may study may be of use to schools, districts, and educational leaders in the USA and abroad.
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Bellibaş, Mehmet Şükrü, and Sedat Gümüş. "A systematic review of educational leadership and management research in Turkey." Journal of Educational Administration 57, no. 6 (November 4, 2019): 731–47. http://dx.doi.org/10.1108/jea-01-2019-0004.
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Purpose While the current knowledge in the field of educational leadership and management (EDLM) has been primarily based on research produced in English-speaking Western societies, there have been significant efforts by other societies to contribute to the knowledge production, especially during the past decade. The purpose of this paper is to identify the contribution of Turkey to the international EDLM literature by investigating the topical focus, conceptual frameworks and research designs of papers published by EDLM scholars from Turkey. Design/methodology/approach Descriptive content analysis method was employed to examine 315 empirical, review, conceptual and commentary papers published by Turkish scholars in core educational administration and Web of Science journals. The time period of the review left open-ended. However, in practical terms, it begins in the year 1994 when the first article from Turkey was published in any of the selected sources and ends at the end of 2018. Information relevant to the research was extracted from each article and was coded to facilitate quantitative analysis. Using Excel software, descriptive statistics including frequencies and percentages were provided for each research question. Findings Results show that Turkish EDLM scholars mostly rely on survey based quantitative research approach, employing advanced statistical techniques in the analysis of the data. However, mixed method and qualitative studies are relatively less common. Organizational behavior, school leadership and emotions stand out as most frequently used topics, while Turkish scholars are not interested in analyzing the educational outcomes such as student achievement and school improvement. Consistent with the findings related to topical foci, a large number of those who were interested in correlational studies examined the relationship between leadership roles and organizational behaviors. Research limitations/implications The data set only included journal articles and excluded conference proceedings, books and theses/dissertations. Nevertheless, the authors believe this review adds significantly to previous reviews of local EDLM journals conducted by Turkish scholars. The authors concluded that the Turkish scholars should direct their future research to exploring and better understanding the practices of Turkish principals in schools by: diversifying their research topics; incorporating more qualitative and mixed-method designs; and taking into account specific features of the culture and educational system in Turkey. Practical implications Based on the current higher education context, reducing scholars’ teaching load, diversifying research funding opportunities, and modifying access to tenure tracks seem necessary interventions to support EDLM research with strong ties to practice and to the sociocultural context. In addition, policy changes aiming professionalization of administrative positions and establishing some forms of formal training for school principalship are needed. Such changes can help transfer the knowledge produced by the Turkish EDLM researchers to the practice and provide solutions to problems related to school administration. Originality/value This paper will add to recent effort to identify how a developing nation outside Western perspective approaches the field, and contributes to the global knowledge base.
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Et al., Phrakru Sujittanan Hitajitto (Tinphowong). "The Development of Buddhist Situational Leadership of Administrators in Phrapariyattidhamma Dhamma Division in Sangha Administration Region 14." Psychology and Education Journal 58, no. 1 (January 29, 2021): 1551–57. http://dx.doi.org/10.17762/pae.v58i1.945.
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The objectives of this research are 1) to study the leadership conditions according to the situation of the administrators of the Dharma School in the Sangha Administration Region 14; Leader according to the Buddhist situation of the executive using a combined research methodology, namely, quantitative research using a sample of 306 persons, and qualitative methods by interviewing 10 experts and focus group of 10 experts. The results research found that: The state of leadership according to the situation of the administrators of the Phrapariyattidhamma School. The executives have opinions at a high level, in descending order, that the executives had the vision to modify the corporate management strategy, friendship, promote morale and morale in performance, leadership development according to the Buddhist situation of the executives with the leadership characteristics according to the four situations: 1) the aspect of change 2) creativity 3) relationship in the organization 4) leadership power and 4 activities for leadership development according to the situation to propose the development of leadership based on the Buddhist situation of the administrators of the Dharma School in the Sangha administration Region 14, consisting of 4 situational leadership characteristics, integration with the Four Sangkhahavatthu. There are 4 activities including 1) 5 Q activities, 2) 5 prompting questions activities, 3) Person management and administration activities, and 4) Power activities.
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Grootenboer, Peter, and Kevin Larkin. "Middle leading small-scale school projects." International Journal of Educational Management 33, no. 7 (November 4, 2019): 1733–45. http://dx.doi.org/10.1108/ijem-12-2018-0407.
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Purpose The authors argue that middle leaders are the key educators in school-based educational development. Schools often secure small-scale funding to engage in government or systemic initiatives, and these projects require a leadership “close to the classroom” if they are to realise sustainable educational gains. This leadership often comes from the middle leaders – those who practice their leading in and around classrooms. The paper aims to discuss this issue. Design/methodology/approach A single case study methodology is used to investigate two middle leaders, leading a small-scale project. Their leading practices are examined using the “theory of practice architectures”, to identify how these practices were enacted within their educational context. Findings While principals play a crucial role in enacting change, it is the middle leaders who are closer to the classroom than most principals, and whose practices more directly impact teaching and learning as they are best placed to ensure that meagre resources are well used to improve student learning. They do this by ensuring that development is collegial and a response to evidence-based needs. Practical implications First, middle leaders need support in facilitating educational development. Second, their leading practice is crucial for sustainable school-based development. Third, site-based educational development occurs most effectively when it is evidence-based. Finally, this form of educational development requires high-level collegiality. Originality/value This paper is original in two key ways: first, it addresses the under-researched practices of middle leaders; and, second it employs the practice theory to understand school leadership and development.
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Shaked, Haim, and Chen Schechter. "Systems thinking leadership: New explorations for school improvement." Management in Education 34, no. 3 (March 18, 2020): 107–14. http://dx.doi.org/10.1177/0892020620907327.
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Systems thinking can be explained as the ability to see the whole beyond its parts and to see the parts in the context of the whole. As a holistic management approach, systems thinking enables managers to cope with increasing complexity and change. Given the inherent complexity of school organizations within dynamic educational environments, systems thinking can significantly benefit the realm of school leadership. Despite its potential contribution, the available knowledge on systems thinking in school leadership is meagre. This article seeks to identify possible avenues for research regarding systems thinking in school leadership, suggesting aspects of this leadership approach that are worthy of further academic exploration.
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Morrison, Allan R. "Beyond the status quo – setting the agenda for effective change." Educational Management Administration & Leadership 46, no. 3 (January 17, 2017): 511–29. http://dx.doi.org/10.1177/1741143216682500.
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In today’s competitive and rapidly evolving educational environment, the ability to implement appropriate and effective change is of critical importance to an international school’s ongoing success. This study examines leadership characteristics and styles that support the development and forward momentum of a change agenda within the context of an international school environment. Results from a mixed methods research design found that the leadership characteristics most frequently linked to effective change included: (i) being visionary; (ii) being committed to school/staff; and (iii) creating a collegial/supportive work environment. The paper analyzes these and other results through the lenses of: (i) setting directions; (ii) developing people; and (iii) developing the organization. Findings specific to the international school situation are also presented. Finally, suggestions for developing a framework for an international school ‘change management’ paradigm are presented.
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Benoliel, Pascale, Haim Shaked, Nechama Nadav, and Chen Schechter. "School principals’ systems thinking: antecedents and consequences." Journal of Educational Administration 57, no. 2 (April 8, 2019): 167–84. http://dx.doi.org/10.1108/jea-08-2018-0144.
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PurposeToday’s educational complexities require principals to adopt a more systemic perspective toward school management. Although research has emphasized the benefits associated with the holistic perspective of systems thinking, research in the educational field has been limited. The purpose of this paper is to investigate the mediating role of principals’ systems thinking (PST) in the relationships between instructional leadership (IL) and subject coordinators’ organizational commitment and job satisfaction.Design/methodology/approachData were collected by surveying a sample of 226 subject coordinators from different elementary schools randomly chosen in Israel. Subject coordinators completed questionnaires on their PST competencies, their principals’ IL, job satisfaction and organizational commitment. Structural equation modeling was used to test the research hypotheses.FindingsThe results confirmed the main hypotheses: PST did facilitate subject coordinators’ organizational commitment and job satisfaction. Findings also showed that PST mediated the relationship between IL and subject coordinators’ organizational commitment and job satisfaction.Originality/valueBy integrating research from both educational and non-educational literature, this study contributes to deepen our understanding regarding the antecedents and consequences of the PST as perceived by their subject coordinators, providing a broader leadership framework on their functions in today’s complex school systems.
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Leonova, O. I., and E. I. Polikarkina. "Mechanisms for Creating a Psychologically Safe Learning Environment in an Educational Institution of General Education." Psychological-Educational Studies 6, no. 3 (2014): 276–85. http://dx.doi.org/10.17759/psyedu.2014060326.
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At the moment the question of how to create and maintain the psychological safety of the educational environment of the school is not sufficiently studied. Meanwhile, there has been proved its positive effect on the psychological health of students, their emotional and personal well-being, the formation of a meta-subjective and personal educational outcomes. This paper describes a study the purpose of which was to examine and verify empiricaly the features of management activities in the educational organization to create a psychologically safe learning environment. We studied personality traits of the Head of an educational organization by the procedure "Troubleshooting leadership abilities" (E. Zharikova, E. Krushelnytsky), techniques "Diagnosis of the level of burnout" (V.V. Boyko), methods of self-management style assessment (A.V. Agrashenkova, modified by E.P. Ilyin), and methods for rapid assessment of health, activity, mood (SAN). We proposed mechanisms to solve the problem of creating a comfortable and safe learning environment in the educational organization of general education.
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Tri Na'imah and Ahmad Muhibbin. "Characteristics Of Islamic Education Leadership: Literature Review." Technium Social Sciences Journal 11 (September 1, 2020): 59–67. http://dx.doi.org/10.47577/tssj.v11i1.1423.
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Leadership and management are different concepts, but both can be collaborated to achieve active organizational goals. Leadership theories have been developed, but there are still gaps in the idea of leadership when applied in school organizations. Leadership in an Islamic perspective is not just a social contract between the leader and his subordinates but also a psychological contract between the leader and God. Leadership in Islam is a mandate, namely a psychological agreement between a leader and his assistants that there will be fair treatment, protection, and guidance for subordinates. Therefore the Islamic values that must color the work of Islamic leaders in educational organizations are sincere, shura, ikhtilaf, maslaha, amar ma'ruf nahi munkar, husba, and tafakur.
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Riyadi, Ivan. "THE CONTRIBUTION OF APPLIED PSYCHOLOGY FOR EDUCATIONAL MANAGEMENT ISSUE." Psychosophia: Journal of Psychology, Religion, and Humanity 1, no. 2 (May 23, 2020): 136–49. http://dx.doi.org/10.32923/psc.v1i2.1153.
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This article discusses education management in frame psychology. The education management is a factual behavior of the psychological discipline that is depicted in through the analysis of the behavior system of the school organization involving a number of components. In the application of psychology in education management is a part of the element that is not stuck in the view of uniformity that practically diversity by each education leadership. Each educational institution is a singularity that relates to the differences in the nature and condition of each component of the psychological system. To get an intact picture in this article, then used a qualitative approach with literature research design. The results of the study indicated that such an understanding is to be aware of educational practitioners of the importance of psychology universally, through culture, and psychology and social. Then the role of education management is very important especially educational institutions tailored to the psychological conditions of managerial and the needs of students.
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Asuga, Gladys, Scott Eacott, and Jill Scevak. "School leadership preparation and development in Kenya." International Journal of Educational Management 29, no. 3 (April 13, 2015): 355–67. http://dx.doi.org/10.1108/ijem-10-2013-0158.
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Purpose – The purpose of this paper is to evaluate the quality of the current provision for school leadership in Kenya, the extent to which they have an impact on student outcomes and the return on school leadership preparation and development investment. Design/methodology/approach – The paper draws from educational leadership, management and administration courses delivered by universities and other institutions to aspiring and practising educational leaders in Kenya. It employs a method for evaluating return on leadership development investment first articulated by Eacott (2013). Findings – While there is growth in provision, consistent with international trends, this provision is more recognised for its standardisation than points of distinction; there is minimal attention to identified dimensions of leadership leading to higher student outcomes which raises questions regarding the universality of school leadership preparation and development curriculum; and the high course costs of current provision is an inhibiting factor in assessing the return on investment in school leadership preparation and development. Research limitations/implications – The study was limited to publicly available documents from a limited sample of institutions. There is a need for more studies in the area. Practical implications – Institutions seeking to offer school leadership development have grounds on which to make decision about what programs their school leaders should undertake in terms of cost and quality. The study provides institution offering school leadership development courses evidence on which to base future policy direction. Social implications – The findings provide a case for investing in school leadership development given the impact courses may have on student outcomes. Originality/value – The paper provides a comprehensive overview of the current provision on school leadership preparation and development in Kenya. It contributes to its understanding in Africa in terms of quality, performance impact and return on investment.
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Santizo Rodall, Claudia A., and Sylvia B. Ortega Salazar. "Principals’ leadership in Mexican upper high schools: The paradoxes between rules and practices." Educational Management Administration & Leadership 46, no. 2 (July 12, 2017): 301–17. http://dx.doi.org/10.1177/1741143217717276.
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This article discusses the type of organization and leadership that underlies a competency-based management rule established in Mexico (2008) applicable to principals in public upper high schools. This rule, identified as the 449 Agreement, describes competencies and communicates expected behavior. Implementation, however, is mediated by the principals’ interpretation, as found in the semi-structured interviews conducted with a group of selected acting principals. The analysis of this management rule is based on a theory of decision-making and a theory of organizations where different assumptions on peoples’ behavior are made. We provide evidence to support the contention that each school principal acts according to its context, and that compliance with the Agreement is not facilitated by its rules design. We conclude that the rules design of the competency-based management model in question is dominated by a perspective of personal heroic leadership that assumes an omniscient and omnipresent manager and that also promotes a centralized management model for all schools. In future research, inquiry could focus on the question of whether transformational leadership based on motivation and instructional leadership based on guidance and coaching for teachers could also be nurtured by rules compatible with the pervasive normative leadership type.
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Попович and Aleksey Popovich. "Innovative Approach to Management Education’s Content and Structure Improving." Administration 3, no. 4 (December 10, 2015): 96–102. http://dx.doi.org/10.12737/16703.
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For the formation and development of tomorrow’s highly effective Manager model it is not already enough
of competences from the area of only classic management and/or classic emotional and even business
leadership. The optimum combination of universal values and strategic anticipation, social leadership,
universal and special management technologies is necessary.
Aspects of innovation process management on organization’s holistic development have been considered,
main groups of higher school’s development strategies have been marked, and two types of innovative
processes in the education system have been characterized in this paper.
The author emphasizes that the traditional association of efforts in the training of specialists through a formal
merger of several structures is ultimately ineffective. More productive will be the consolidation of efforts (in
parallel with formal associations) through contractual relationships, creation of basic chairs at enterprises,
strategic alliances, consortia, network organizations, educational and industrial groups, technology parks,
business parks, innovative educational and industrial clusters, in other words, through creation of formal
virtual structures.
These chairs should become such points for growth of future organizational structures for graduates’
training, in other words, they should become mini-academies, which will provide the high level training, and
development of science.
The paper talks about creation of new forms and organization experiences for training of managerial human
resources of new generation through formal virtual structures creation with authorities, high educational
institutions, business representatives, secondary school institutions, preschool facilities. This project
implementation requires the allocation of several stages. The first one is creation of Institute of management
(as faculty) as the core organizational structure in the form of high educational institution unit. A sample structure of such Institute has been proposed, the practical experience of such structures formation has
been placed in the clearest light.
In the process of their development the Institutions can be transformed into more complex structures (e.g.,
academies, management universities), combining the traditional organizational structures with creation of
strategic formally virtual associations with various educational and industrial structures at the municipal,
regional, Federal, and international levels
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Owen, Susanne Mary, Toabwa Toaiauea, Tekonnang Timee, Tebetaio Harding, and Taaruru Taoaba. "School leadership capacity-building: developing country successful case studies." International Journal of Educational Management 34, no. 10 (August 1, 2020): 1615–36. http://dx.doi.org/10.1108/ijem-10-2019-0379.
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PurposeSystems educational reform in developing countries through effective principal capacity- building programs is essential for improving student learning, with the purpose of this paper being to use case studies to identify key success factors in the implementation of an instructional leadership program in the developing country of Kiribati.Design/methodology/approachA case study approach involving mixed methods including semi-structured interviews and document analysis was used within three purposively sampled schools to examine implementation success factors relevant to instructional leadership literatureFindingsThe case studies reveal the overall value of the Kiribati instructional leadership program involving school leader workshops and ongoing coaching support, with instructional leadership reflecting directive and collaborative, as well as transformative theoretical aspects. Key implementation success factors within researched schools were leaders undertaking regular observations in classrooms, systematic tracking of student achievement and nurturing a positive culture for learning, as well as establishment of various collaborative processes involving community and teacher peer learning groups.Research limitations/implicationsThe study provides in-depth information through teacher and school leader interviews and examining relevant school documentation artefacts. A limitation is that the study involved only three schools and was undertaken less than a year into program implementation. Future research involving more schools and several years after implementation would be beneficial to investigate sustainability across the school system and longer-term program impacts.Practical implicationsThe data provides practical tips for school leaders regarding effective teacher capacity-building approaches, as well as providing information for policy makers, especially in developing countries, about effective professional development programs for school leaders and teachers. 10; 10;Originality/valueThe study examines a system-wide workshop series and coaching approach to school leader and teacher capacity-building in a developing country from a theoretical and practical perspective relevant to instructional leadership and also transformational leadership, which is an under-researched area. 10; 10; 10;
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Usman, Lantana Martha. "Terrorism and female teacher leadership in girls’ secondary school." International Journal of Educational Management 32, no. 4 (May 14, 2018): 669–88. http://dx.doi.org/10.1108/ijem-04-2017-0084.
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PurposeThe purpose of this paper is to explore female teachers and vice principal’s leadership on girls attendance and learning, safety and security issues in rural girls’ schools experiencing Boko Haram insurgencies. The secondary purpose is to recommend innovative educational policy initiatives at the school, community and state levels, so as to ameliorate girls and teachers’ challenges, and to sustain girls in schools.Design/methodology/approachQualitative educational research orientation and an ethnographic-narrative research design were used for the study. Purposeful sampling procedure was adopted through the selection of female teachers and a vice principal. Soft qualitative oral data (SQOD) were collected from structured interviews and focus groups and participant observation data. Data analysis engaged hand data analysis (HAD) for transcription, while the coding and theming process involved qualitative computer software data analysis (CSDA) of NVivo 8.0. The measures of validity involved the qualitative process of member checking, while ethical issues of anonymity with participants were addressed in the process of data collection, and reporting.FindingsMajor findings revealed a symbiotic relationship between female teacher’s moral leadership and the application of law of tort in the girls’ school; teachers’ adopted spiritual leadership and moral decision making process on girls’ safety, and learning motivation; and improved school community collaboration for security and safety of the girls and effective communication.Practical implicationsEducational policy options are prescribed. They include the training of teachers and girls on fire safety and conflict crisis; recruitment of female school counsellors; housing incentives for female teachers; support grassroot initiatives on school security; and sustaining school-community/parents involvement.Originality/valueBoko Haram’s impact on teacher and school leadership in girls’ school(s) has not been studied so far. The paper is the first, thereby filling the gap of the literature on girls’ rural education and terrorism.
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Kensler, Lisa A. W., and Cynthia L. Uline. "Educational restoration: a foundational model inspired by ecological restoration." International Journal of Educational Management 33, no. 6 (September 9, 2019): 1198–218. http://dx.doi.org/10.1108/ijem-03-2018-0095.
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Purpose The purpose of this paper is to articulate, and advocate for, a deep shift in how the authors conceptualize and enact school leadership and reform. The authors challenge fundamental conceptions regarding educational systems and call for a dramatic shift from the factory model to a living systems model of schooling. The authors call is not a metaphorical call. The authors propose embracing assumptions grounded in the basic human nature as living systems. Green school leaders, practicing whole school sustainability, provide emerging examples of educational restoration. Design/methodology/approach School reform models have implicitly and even explicitly embraced industrialized assumptions about students and learning. Shifting from the factory model of education to a living systems model of whole school sustainability requires transformational strategies more associated with nature and life than machines. Ecological restoration provides the basis for the model of educational restoration. Findings Educational restoration, as proposed here, makes nature a central player in the conversations about ecologies of learning, both to improve the quality of learning for students and to better align educational practice with social, economic and environmental needs of the time. Educational leaders at all levels of the educational system have critical roles to play in deconstructing factory model schooling and reform. The proposed framework for educational restoration raises new questions and makes these opportunities visible. Discussion of this framework begins with ecological circumstances and then addresses, values, commitment and judgments. Practical implications Educational restoration will affect every aspect of teaching, learning and leading. It will demand new approaches to leadership preparation. This new landscape of educational practice is wide open for innovative approaches to research, preparation and practice across the field of educational leadership. Originality/value The model of educational restoration provides a conceptual foundation for future research and leadership practice.
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Artip Sornsujitra, Kanyarat Suksaen, Pratoomtong Trirat, Sakda Sakonthawat,. "Evaluation of Guidelines for Developing Digital Leadership of School Administrators According to the School Development Model Towards Leadership in Digital Era." Psychology and Education Journal 58, no. 2 (February 10, 2021): 5802–8. http://dx.doi.org/10.17762/pae.v58i2.3009.
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This research was aimed to 1) determine the current and desirable states, and the priority needs index of the guidelines for developing digital leadership of school administrators according to the school development model towards leadership in digital era; 2) evaluate the guidelines for developing digital leadership of school administrators. Mixed methods research was employed and undertaken in 2 phrases. Phrase 1 investigated the model. The sample includes 14 schools affiliated to the Saint Gabriel’s Foundation, Thailand in 2020 academic year. Instruments consist of concept questionnaire, current and desirable states questionnaire, model propriety and feasibility evaluation form. Phrase 2 evaluated the model’s guidelines for developing digital leadership of school administrators according to the school development model towards leadership in digital era by means of interviews with 30 experts of human resource development, digital technology, and education administration. Instruments comprise structured questionnaire, and guidelines propriety and feasibility evaluation form. Analyses involve descriptive statistics i.e. frequency, percentage, mean, and standard deviation, PNI Modified ,and content analysis.
Results of evaluation of the guidelines for developing digital leadership of school administrators according to the school development model towards leadership in digital era revealed that the current and desirable states are in overall at a moderate and highest level, respectively. The highest values of priority needs index of the guidelines in different elements are as follows: transformation ranked first for the development goals; engagement ranked first for the development methods; building capacity for rapid operation ranked first for the development objectives; and digital knowledge and skills development and organizational management ranked first for the self-assessment process.
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Hadi, Mukhtar. "The Principal’s Effective Leadership in Elementary Education." Elementary: Jurnal Ilmiah Pendidikan Dasar 5, no. 2 (December 22, 2019): 127. http://dx.doi.org/10.32332/elementary.v5i2.1550.
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The importance of effective management in educational organizations is getting more and more attention from various parties. The purpose of this study was to find out whether the heads of Madrasah Ibtidai'yah in Metro City had implemented effective leadership patterns in leadership management in madrasah. The results of this study indicate that the heads of Islamic elementary schools in Metro City are actually principals who present themselves as effective leaders and understand well how to become professional leaders. The professional meaning here is that the head of the madrasah has shown itself to be an education leader and always maintains quality at all times. In certain circumstances the head of the madrasah has even included the category of master school leaders who are able to show quality where other parties can place the principal as an expert in leading the school. The principal not only looks good, but also is able to show understanding of the meaning of quality. However, there has not been seen any influence between the headmaster's leadership and the level of achievement achieved by students. This means that principals actually include educational leaders with the title of professionals or even masters, but there is no significant influence between the level of leadership and student achievement.
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Mifsud, Denise. "Distribution dilemmas." Educational Management Administration & Leadership 45, no. 6 (August 12, 2016): 978–1001. http://dx.doi.org/10.1177/1741143216653974.
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In this paper, I explore the relationship of democracy to educational leadership; more specifically, to the notion of distributed leadership as it unfolds within policy-mandated multi-site school collaboratives, with particular reference to practices in Malta. Under the policy framework ‘For All Children To Succeed’ introduced in Malta in 2005, Maltese primary and secondary state schools embarked on the process of being organized into networks, legally termed ‘colleges’. I explore leadership distribution among the leaders constituting the college and the subsequent inherent tensions within this educational scenario. The notion of distributed leadership as perceived by the leaders is examined, and especially the leaders’ reception of its presentation in the policy document as the leadership discourse; and its eventual (non-)enactment at both school and college level. A Foucauldian theoretical framework, specifically Foucault’s concepts of power relations, governmentality, discourse, and subjectification, is used to carry out a case study of a Maltese college, collecting data via semi-structured, in-depth interviews, participant observation and documentary analysis. Narrative is both the phenomenon under study and the method of analysis. The policy discourse does not unfold in a participatory democratic manner in practice, resulting in an organizational paradox where leadership enactment in a Maltese college is ‘directed’ from above, rather than ‘distributed’. These findings may be significant for educational practice, policy and theory in terms of the generation of problematization which may lead to further research on this contested topic.
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Dutta, Vartika, and Sangeeta Sahney. "School leadership and its impact on student achievement." International Journal of Educational Management 30, no. 6 (August 8, 2016): 941–58. http://dx.doi.org/10.1108/ijem-12-2014-0170.
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Purpose – The purpose of this paper is to examine the role of teacher job satisfaction and school climate in mediating the relative effects of principals’ instructional and transformational leadership practices on student outcomes. Design/methodology/approach – Guided by strong evidence from theories on school leadership and work psychology, the authors hypothesized relations among dimensions of principals’ instructional and transformational leadership behaviors, teachers’ perception of the school climate (social and affective, and physical environment), their job satisfaction and student achievement. The benefits of the principal’s leadership behaviors for student achievement are primarily hypothesized as indirect, with either a weak or statistically non-significant direct positive effect on student outcomes. Path modeling was applied to validate a mediated-effects model using cross-sectional survey data (306 principals, 1,539 teachers) obtained from 306 secondary schools in the two Indian metropolitan cities of New Delhi and Kolkata. Findings – Principal leadership behaviors were not associated directly with either teacher job satisfaction or school-aggregated student achievement. Rather, the transformational leader behavior showed an indirect effect, through the social and affective component of the school climate, on teacher job satisfaction. The physical climate, however, appeared to play a dominating role in mediating the instructional leadership effects on teacher job satisfaction. Comparing the relative indirect effect sizes of the instructional and transformational leadership behaviors on student achievement, principals appear to favor the former approach. Originality/value – This study provides further empirical evidence that instructional leadership better captures the impact of school leadership on student outcomes, when compared to its transformational counterpart. By identifying the relative effects of different leadership practices, school leaders and educational practitioners can focus more on altering the distribution and frequency of those practices that work best for ameliorating student achievement levels.
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Alsarayrah, Amneh Zakariah, and Amal Mohammad Alsarayrah. "The Impact of Performance Management on Organizational Excellence in Educational Institutions and How to Strengthen it in Private Schools." Journal of Educational and Social Research 11, no. 2 (March 5, 2021): 154. http://dx.doi.org/10.36941/jesr-2021-0038.
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The study was designed to measure performance management's impact on organizational excellence in educational institutions and how to support it. It used a descriptive-analytical method to deal with data and its classification, and its tool was designed to collect data from the study sample and then analyze it through the statistical package program (SPSS). The study community determines the educational institutions and how to strengthen them. The inspection unit consisted of all directors, heads of departments, and consultants in educational institutions and how to support them and their number (70). The study found a high level of performance management in its dimensions (performance planning, performance development, performance guidance, and performance evaluation) and a high level of organizational excellence in its dimensions (excellence of leadership, the excellence of strategies, and excellence of operations). It also concluded that there is a significant and statistically significant impact on management (Performance planning, performance development, performance guidance, performance evaluation) on organizational excellence in its dimensions (excellence of leadership, the excellence of strategies, and excellence of processes) in educational institutions and how to support them. To maintain the high level of application of the process of performance management in the organization and recommended the study of the need to strengthen and develop after the development of performance through the support and development of activities and training courses for staff more than it is through the results obtained a positive impact on all dimensions of organizational excellence.
Received: 19 December 2020 / Accepted: 8 February 2021 / Published: 5 March 2021
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Avidov-Ungar, Orit, and Rinat Arviv-Elyashiv. "Teachers’ perceptions of educational reform: the schools’ readiness, supporting mechanisms and contributions of the reform." International Journal of Educational Management 35, no. 1 (October 1, 2020): 173–87. http://dx.doi.org/10.1108/ijem-12-2018-0386.
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PurposeThe purpose of this paper is to examine the perceptions of teachers toward national reform in education according to the reform stage (Initiation, Implementation or Institutionalization) attained in their school. The study aim to examined: How do teachers perceive the current reform?; Is there a correlation between teachers' perceptions and reform stage?; To what extent are teachers' perceptions affected by school's mechanisms and school's readiness?Design/methodology/approachThe research methodology is quantitative. Teachers (N = 288) completed a written questionnaire. One-way ANOVA was used to investigate teachers' perceptions of the reform and its contributions to school effectiveness and to teachers' working conditions according to reform stage, while controlling for managerial position, teaching experience and school level. Multivariate modeling was used to examine the relationships between the variables.FindingsTeachers' overall attitudes toward the changes associated with the education reform lay between moderately negative and neutral. Reform was perceived to have made a greater contribution to school effectiveness than to teacher working conditions. School readiness for reform and the presence of school mechanisms supporting reform explained much (41%) of the variance in teachers' attitudes. Teachers holding leadership roles and those whose schools were in the Institutionalization stage exhibited more positive attitudes toward the reform and perceived it as having improved their working conditions to a greater extent than those without leadership roles or whose schools were in the Initiation or Implementation stages, respectively.Originality/valueTeachers' attitudes toward reform have not previously been examined in the context of reform stage.
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Mifsud, Denise. "Circulating power and in/visibility: layers of educational leadership." Journal of Workplace Learning 27, no. 1 (January 12, 2015): 51–67. http://dx.doi.org/10.1108/jwl-09-2013-0065.
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Purpose – The purpose of this paper is to study circulating power and in/visibility. In the unfolding Maltese education scenario of decentralization and school networking, suffused with entrenched power, with added layers of leadership and more subtle levels of accountability, this paper explores the underlying power relations among the top educational leaders, namely, the College Principal and Heads of School, and among the Heads of School themselves. Design/methodology/approach – Foucault’s theories of power, governmentality and subjectivation are used as “scaffoldings” for the exploration of power relations. This case study research exploring one “college” is carried out through in-depth semi-structured interviews, participant observation of Council of Heads (CoH) meetings, as well as documentary analysis of the policy mandating this reform, explored through narrative analysis. Findings – Analysis shows that layers of hierarchical leadership do translate into layers of “visibility”, with the Principal being rendered the most “visible” actor according to role designation and policy rhetoric. Struggles in the dynamics between tiers of leaders are a reality. Despite a deeply felt presence of the circulation of power, it is the Principal who has the final say. Originality/value – This is expected to contribute to educational leadership literature with regards to the relationship among top educational leaders. Through its provision of a diverse reading of leadership, it is deemed to be of particular relevance to professional work and learning in areas of leadership, of interest to budding scholars, seasoned Foucauldians and practicing educational leaders.
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Green, Terrance, Andrene J. Castro, Tracie Lowe, Chloe Sikes, Suchitra Gururaj, and Chioma Mba. "Reconsidering school improvement through the community equity literacy leadership assessment (CELLA) for principals." International Journal of Educational Management 34, no. 2 (October 8, 2019): 417–31. http://dx.doi.org/10.1108/ijem-03-2018-0097.
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Purpose The purpose of this paper is to reconsider school improvement from the perspectives of community leaders who support urban schools in equitable ways. Design/methodology/approach This study employs the Delphi method to elicit feedback from community leaders. Findings Findings highlight how the community equity literacy leadership assessment’s (CELLA) constructs can be expanded to include essential knowledge and practices that improve schooling conditions for students. Originality/value This study extends the existing research on school improvement in two ways. First, this study reconsiders school improvement from the perspectives of community leaders who support urban schools in equitable ways. Second, and in doing so, this study examines how a panel of 16 “expert community leaders” offered feedback on the CELLA for principals, an emerging survey instrument to help educational leaders improve school and community conditions.